Midnight in the Garden of Good and Evil Essay

Question 8: Danny Hansford is just one of the numerous individuals whose brutal passings we find out about over the span of Midnight in the Garden of Good and Evil. In light of their accounts, what does Savannah (or Savannah society) consider justification for homicide? For what reason are not many of Jim William’s companions upset by the charges against him? Given the easygoing quality with which Savannahians welcome the Hansford case, for what reason are they so stunned by the news [p. 333] that their city has been proclaimed the homicide capital of the United States? *Answer: at the outset, Jim goes over the passings that have occurred in Savannah; while the others are blinded by their narrow-mindedness. For instance: One of the tales known in the Savannah’s society is the demise of the judge’s child. Everything began when the child of the appointed authority had a mimic relationship with the gangster’s young lady; at some point or another the alpha gets some answers concerning these meeting. Thus, the hoodlum shot the kid and took his â€Å"manhood† with him. The next days, the youthful individual recuperated quickly with his gonads close by however shockingly the specialists couldn’t fix a messed up heart. Finally, his hopelessness finished when he fallen on the entryway patio, breathing his final gasp as Death ended his life. The demise of this kid was ignored by the Savannah’s society; demonstrating no compassion/feelings towards his passing. The couple of companions of Jim were upset since gossipy tidbits have it that Jim was gay and had a sexual relationship with Danny Hansford (***Remember, the Savannah’s society was antiquated and didn’t trust in these sorts of relations. ) The Savannahians were stunned about their homicide rate in light of the fact that in their psyches, they thought they had a laid out of 1,000 untroubled residents not adequate to raise their homicide rate. They were certain that the measurements was a slip-up. Savannah had 54 killings/or 22. 6 killings for each 100,000 Savannah’s society accused the passings for the African Americans in light of the fact that 91% of their populace was blacks. Works Cited Berendt, John. 12 PM in the Garden of Good and Evil. Irregular House, 1994.

How Private College 529 Works

Financial Professional Content Savingforcollege.com recently had the opportunity to dive into the nuts and bolts of how the Private College 529 plan is constructed, distributed, serviced, and managed in an interview with CEO Nancy Farmer and Director of Communication Rich Buckley. 529 plans are rapidly becoming a commoditized product, with similar structures between savings plans whose portfolios are primarily comprised of a combination mutual funds and ETFs with age-based, static, and target risk options. Prepaid plans sponsored by a state guarantee one dollar today will be worth one future tuition dollar tomorrow at in-state schools. But the Private College 529 Plan (the Plan) is a truly unique college savings vehicle that is positioning itself as part of the overall college savings strategy of investors, rather than a standalone savings vehicle. It's also the only plan not sponsored by a state. Who bears the risk In any investment, return risk is borne by one of two parties: The investor or the investment. Typically the more risk to the investor, the more return that is required. In 529 savings plans, the investor bears that risk, since the underlying securities are typically mutual funds or ETFs, which in-turn invest in stocks, bonds, and other market securities whose return is not guaranteed. In prepaid plans, the state bears the risk, guaranteeing a minimum level of return. With the Private College 529 Plan, the risk is incurred by the participating institutions. So if you put in a dollar today, it is worth a dollar for tuition when the beneficiary enters school, guaranteed. Depending on where you sit, this has its pros and cons: From an investor perspective, tuition inflation has typically exceeded consumer inflation, and can be difficult to exceed even in market securities. The guaranteed storehouse of value can be reassuring especially for conservative investors who have some assurance that their child or children will attend a private school in-network. For legacy parents especially, this can make a lot of sense. The risk, of course, is that the student attends an out-of-network or state school or whose application is not accepted to a network school, and foregoes the benefit. Still, having those funds available is a huge incentive to look first to Private College institutions for the prospective student. From the institution's perspective, the downside is minimal. Students with a Private College 529 account at their disposal are much more likely to attend a network school. Even from a pure demand standpoint, participating makes sense. At worst, tuition increases greatly and the student ends up with a great deal, but at the end of the day the school is still only out their service. How it works Every institution reports their rates to the Private College 529 Plan on a regular basis, typically when their members change their tuition rates on July 1 each year. The Plan takes all that information and indexes it in their proprietary system. When deposits are received, they are indexed against the tuition rates on that day, and unitized across all participating institutions. This way, when a participant logs in they can view what their contributions are worth at the various schools. A dollar deposited today will be worth more as a percentage of tuition at Hope College, whose tuition is around $30,000 versus Princeton where tuition is over $40,000. So if the participant deposits $1,000 today and it is worth one unit at Hope College, it will only be worth 0.75 of a unit at Princeton, on a relative basis. Then again, your dollar is also worth proportionately less, so it's not a good deal or a bad deal, it's just being indexed appropriately. Indexing the value allows students to transfer between schools, as well. So if the student attends Hope College for two years and transfers into Princeton for the last two years, they gain the benefit of the lower cost of Hope College against their Private College 529 Plan account credit for the first two years. This is similar to the strategy of attending a community college for two years before transferring the credits into a more prestigious four-year school, only inside the Plan network. The only stumbling block to watch out for is to make sure that the funds deposited have had at least three years to vest, meaning the account owner cannot draw on the account until the funds have been invested for 36 months. Construction and distribution of the Plan The Private College 529 Plan contracts with OppenheimerFunds as the plan manager. OppenheimerFunds provides all the back-office functions of the plan. They custody the funds, provide transaction agent (TA) services, recordkeeping, customer service, and other administrative functions. The Plan also contracts with OppenheimerFunds to pool the assets of the plan into a qualified trust, and to manage its investments in accordance with the direction of the Private College 529 Plans investment committee. OppenheimerFunds is compensated through a combination of primarily flat fees and a smaller asset-based fee for management. These costs are only incurred indirectly by the participant, since their investment return is guaranteed to participating institutions. It's really the member schools that pay the fees. Operating costs such as those used to subcontracting costs to OppenheimerFunds, staff salaries, marketing costs, etc. are paid via the trust. Private College 529 Plan is marketed directly to savers primarily through digital and social media. With a limited marketing budget, it's critical for the Plan to focus their marketing efforts on the most effective channels. There has been some interest expressed by RIAs, and the plan can send duplicate statements to advisors, but it's not really designed as an advisor-sold product. There is no structure in place to compensate commission-based advisors, and it would bring another level of regulation into place to do so. RELATED: Private College 529 and college savings plans: A perfect pair How institutions join the consortium The Private College 529 Plan had about 250 participating institutions when it launched in 2003, and is now owned and operated by 284 colleges and universities. The Private College 529 Plan adds about five institutions to its partnership each year. It is a largely informal, educational process where the board members of the Plan are networking with peers to bring additional institutions into the fold. The Board of Directors is comprised of representatives from member schools such as the University of Notre Dame, Duke University, and Stanford, so their network is wide-reaching, but there are thousands of private schools across the country, and limited bandwidth to engage and vet new members. Hence, you get about five new schools per year. Private College 529 Plan member institutions: Must be four-year degree granting schools Must meet basic federal guidelines Cannot be a for-profit institution There is no expiration on the contracts with member institutions, but there are rare cases where a plan can be removed from participating. For example, years ago the College of Santa Fe transitioned to a for-profit institution. As a result, it was removed from the Private College 529 Plan consortium. Financial Aid Contributions to the Plan are indexed to different schools at different rates, so how are deposits valued when filing for federal aid? This gets a little fuzzy, because the Plan has not given any clear guidance to participants on how to report those assets. The plans could be reported based on the tuition value, market value, or redemption value, for example. The Private College 529 Plan distances itself from this aspect, since it is not involved in the financial aid process, and leaves it to the filer to decide how best to value those assets. The schools themselves are required to treat Private College 529 Plan participants the same as any other student by contract. Different schools will have different methodologies for determining need- and merit-based aid, but it needs to be the same between students regardless of Plan participation. How payments are made From a participant perspective, it's a fairly simple process to withdraw funds to a member school. There is a one-page form to complete and fax in to the Plan. At that point the participant is done. The Plan takes over, contacting the institution with the requisite information so the school can credit the student's tuition. The actual amount paid by the trust itself to its member school will vary depending on the date of deposit and the dollar's value. The school receives a check for the market value of the tuition units the participant has earned. So if the participant has saved 0.75 of a year, the institution is required to credit them for 0.75 of a year. So if tuition is $10,000, the participant is credited $7,500 towards their tuition. However, the school itself might receive more or less from the trust, depending on the value of the initial contribution made by the participant against the index. So in a down market the school might only receive $7,200, or in an up market could receive $7,700 from the trust. This is why the institution bears the return risk, rather than the participant. At the end of the day, though, the school still has a student that they might not have otherwise had, because they have participated in the Private College 529 Plan. Investors' college savings deserves a complement Private College 529 Plan only covers the cost of tuition and mandatory fees at member schools. So the cost of fees, books, supplies, computers, room, board, and other costs that are covered by savings plans will not be covered here. This is why the plan recommends using the Private College 529 Plan alongside a 529 savings plan. This is a smart strategy, diversifying the risk of the saver between the two savings vehicles, and mitigating some of the market risk associated with the savings plan as well as the network risk of the Private College 529 Plan. Like savings plans, the beneficiary can be changed at any time. Worst case scenario: The assets can be withdrawn or rolled into a savings plan with a maximum annual gain of 2% or loss of 2%. Nancy Farmer, President and Chief Executive Officer Nancy Farmer became the President and CEO in 2005. Prior to this position, she spent 20 years in public service, beginning as executive director of a nonprofit neighborhood organization in the 1980s. She then served three terms as an elected member of the Missouri House of Representatives, after which she was appointed Deputy to the Missouri State Treasurer, managing the day-to-day operations of the Treasurer's office. In 2000, she was elected as Missouri State Treasurer, where she actively promoted the state's 529 savings plan. Editor's note: This article is NOT sponsored, but Private College 529 Plan is a sponsor of Savingforcollege.com. Financial Professional Content Savingforcollege.com recently had the opportunity to dive into the nuts and bolts of how the Private College 529 plan is constructed, distributed, serviced, and managed in an interview with CEO Nancy Farmer and Director of Communication Rich Buckley. 529 plans are rapidly becoming a commoditized product, with similar structures between savings plans whose portfolios are primarily comprised of a combination mutual funds and ETFs with age-based, static, and target risk options. Prepaid plans sponsored by a state guarantee one dollar today will be worth one future tuition dollar tomorrow at in-state schools. But the Private College 529 Plan (the Plan) is a truly unique college savings vehicle that is positioning itself as part of the overall college savings strategy of investors, rather than a standalone savings vehicle. It's also the only plan not sponsored by a state. Who bears the risk In any investment, return risk is borne by one of two parties: The investor or the investment. Typically the more risk to the investor, the more return that is required. In 529 savings plans, the investor bears that risk, since the underlying securities are typically mutual funds or ETFs, which in-turn invest in stocks, bonds, and other market securities whose return is not guaranteed. In prepaid plans, the state bears the risk, guaranteeing a minimum level of return. With the Private College 529 Plan, the risk is incurred by the participating institutions. So if you put in a dollar today, it is worth a dollar for tuition when the beneficiary enters school, guaranteed. Depending on where you sit, this has its pros and cons: From an investor perspective, tuition inflation has typically exceeded consumer inflation, and can be difficult to exceed even in market securities. The guaranteed storehouse of value can be reassuring especially for conservative investors who have some assurance that their child or children will attend a private school in-network. For legacy parents especially, this can make a lot of sense. The risk, of course, is that the student attends an out-of-network or state school or whose application is not accepted to a network school, and foregoes the benefit. Still, having those funds available is a huge incentive to look first to Private College institutions for the prospective student. From the institution's perspective, the downside is minimal. Students with a Private College 529 account at their disposal are much more likely to attend a network school. Even from a pure demand standpoint, participating makes sense. At worst, tuition increases greatly and the student ends up with a great deal, but at the end of the day the school is still only out their service. How it works Every institution reports their rates to the Private College 529 Plan on a regular basis, typically when their members change their tuition rates on July 1 each year. The Plan takes all that information and indexes it in their proprietary system. When deposits are received, they are indexed against the tuition rates on that day, and unitized across all participating institutions. This way, when a participant logs in they can view what their contributions are worth at the various schools. A dollar deposited today will be worth more as a percentage of tuition at Hope College, whose tuition is around $30,000 versus Princeton where tuition is over $40,000. So if the participant deposits $1,000 today and it is worth one unit at Hope College, it will only be worth 0.75 of a unit at Princeton, on a relative basis. Then again, your dollar is also worth proportionately less, so it's not a good deal or a bad deal, it's just being indexed appropriately. Indexing the value allows students to transfer between schools, as well. So if the student attends Hope College for two years and transfers into Princeton for the last two years, they gain the benefit of the lower cost of Hope College against their Private College 529 Plan account credit for the first two years. This is similar to the strategy of attending a community college for two years before transferring the credits into a more prestigious four-year school, only inside the Plan network. The only stumbling block to watch out for is to make sure that the funds deposited have had at least three years to vest, meaning the account owner cannot draw on the account until the funds have been invested for 36 months. Construction and distribution of the Plan The Private College 529 Plan contracts with OppenheimerFunds as the plan manager. OppenheimerFunds provides all the back-office functions of the plan. They custody the funds, provide transaction agent (TA) services, recordkeeping, customer service, and other administrative functions. The Plan also contracts with OppenheimerFunds to pool the assets of the plan into a qualified trust, and to manage its investments in accordance with the direction of the Private College 529 Plans investment committee. OppenheimerFunds is compensated through a combination of primarily flat fees and a smaller asset-based fee for management. These costs are only incurred indirectly by the participant, since their investment return is guaranteed to participating institutions. It's really the member schools that pay the fees. Operating costs such as those used to subcontracting costs to OppenheimerFunds, staff salaries, marketing costs, etc. are paid via the trust. Private College 529 Plan is marketed directly to savers primarily through digital and social media. With a limited marketing budget, it's critical for the Plan to focus their marketing efforts on the most effective channels. There has been some interest expressed by RIAs, and the plan can send duplicate statements to advisors, but it's not really designed as an advisor-sold product. There is no structure in place to compensate commission-based advisors, and it would bring another level of regulation into place to do so. RELATED: Private College 529 and college savings plans: A perfect pair How institutions join the consortium The Private College 529 Plan had about 250 participating institutions when it launched in 2003, and is now owned and operated by 284 colleges and universities. The Private College 529 Plan adds about five institutions to its partnership each year. It is a largely informal, educational process where the board members of the Plan are networking with peers to bring additional institutions into the fold. The Board of Directors is comprised of representatives from member schools such as the University of Notre Dame, Duke University, and Stanford, so their network is wide-reaching, but there are thousands of private schools across the country, and limited bandwidth to engage and vet new members. Hence, you get about five new schools per year. Private College 529 Plan member institutions: Must be four-year degree granting schools Must meet basic federal guidelines Cannot be a for-profit institution There is no expiration on the contracts with member institutions, but there are rare cases where a plan can be removed from participating. For example, years ago the College of Santa Fe transitioned to a for-profit institution. As a result, it was removed from the Private College 529 Plan consortium. Financial Aid Contributions to the Plan are indexed to different schools at different rates, so how are deposits valued when filing for federal aid? This gets a little fuzzy, because the Plan has not given any clear guidance to participants on how to report those assets. The plans could be reported based on the tuition value, market value, or redemption value, for example. The Private College 529 Plan distances itself from this aspect, since it is not involved in the financial aid process, and leaves it to the filer to decide how best to value those assets. The schools themselves are required to treat Private College 529 Plan participants the same as any other student by contract. Different schools will have different methodologies for determining need- and merit-based aid, but it needs to be the same between students regardless of Plan participation. How payments are made From a participant perspective, it's a fairly simple process to withdraw funds to a member school. There is a one-page form to complete and fax in to the Plan. At that point the participant is done. The Plan takes over, contacting the institution with the requisite information so the school can credit the student's tuition. The actual amount paid by the trust itself to its member school will vary depending on the date of deposit and the dollar's value. The school receives a check for the market value of the tuition units the participant has earned. So if the participant has saved 0.75 of a year, the institution is required to credit them for 0.75 of a year. So if tuition is $10,000, the participant is credited $7,500 towards their tuition. However, the school itself might receive more or less from the trust, depending on the value of the initial contribution made by the participant against the index. So in a down market the school might only receive $7,200, or in an up market could receive $7,700 from the trust. This is why the institution bears the return risk, rather than the participant. At the end of the day, though, the school still has a student that they might not have otherwise had, because they have participated in the Private College 529 Plan. Investors' college savings deserves a complement Private College 529 Plan only covers the cost of tuition and mandatory fees at member schools. So the cost of fees, books, supplies, computers, room, board, and other costs that are covered by savings plans will not be covered here. This is why the plan recommends using the Private College 529 Plan alongside a 529 savings plan. This is a smart strategy, diversifying the risk of the saver between the two savings vehicles, and mitigating some of the market risk associated with the savings plan as well as the network risk of the Private College 529 Plan. Like savings plans, the beneficiary can be changed at any time. Worst case scenario: The assets can be withdrawn or rolled into a savings plan with a maximum annual gain of 2% or loss of 2%. Nancy Farmer, President and Chief Executive Officer Nancy Farmer became the President and CEO in 2005. Prior to this position, she spent 20 years in public service, beginning as executive director of a nonprofit neighborhood organization in the 1980s. She then served three terms as an elected member of the Missouri House of Representatives, after which she was appointed Deputy to the Missouri State Treasurer, managing the day-to-day operations of the Treasurer's office. In 2000, she was elected as Missouri State Treasurer, where she actively promoted the state's 529 savings plan. Editor's note: This article is NOT sponsored, but Private College 529 Plan is a sponsor of Savingforcollege.com.

How Golding Presents the Decline from Civilisation to...

How Golding Presents the Decline from Civilisation to Savagery in Lord of the Flies Lord of the Flies is the name given to the inner beast, to which only Simon ever actually speaks. As Simons waits for the beasts arrival near the bloody sows head on the stake (buzzing with flies), The Lord of the Flies speaks to him, warning him not to get in its way or else he shall be killed by the boys. The Lord of the Flies name comes from the sows head and the countless flies buzzing about it, which soon move from the sows head to swarm around the head of Simon as the Lord of the Flies tells him, Im a part of you. In biblical texts, the Lord of the Flies is the title of Beelzebub (a direct translation of his name), a demon of Hell.†¦show more content†¦Jack’s physical appearance throughout the novel is also a deliberate and blatant warning sign, â€Å"His face was...freckled, and ugly without silliness† (Chapter 1 pg. 19). His red hair stands out, as well as being associated with a fiery temper it also, significantly, indicated danger. When he, quite literally, masks his appearance with paint, far from neutralising his venom and pugnacity it gives it free rein. Hidden behind it he can absolve himself of decency and responsibility, realising his most extreme evil potential. The end of chapter 1 offers a great sense of foreboding, and indicates the transition from civilisation to savagery. Chapter 1 is the whole novel in embryo form, symbolic of furture events. The text concerns Ralph, Jack and Simon tackling the job of exploration with boyish enthusiasm, eventually discovering that they really are on a picturesque, tropical island, complete with lagoon, reefs, mountain and jungle. On their return, they find a piglet caught in the creepers, and although Jacks draws his knife to kill it, he cannot persuade himself to do so. On this occasion Jack remains bound to his moral values, and is restricted by the taboo, â€Å"and brought his arm down replacing the blade in the sheath,† but on the next occasion, there will be no mercy. While Jacks first attempt to kill the pig failed, his quote next time... foreshadowed his future of savageShow MoreRelatedThe Use of Symbolism in The Lord of the Flies by William Golding1943 Words   |  8 PagesThe Use of Symbolism in The Lord of the Flies by William Golding A symbol is something concrete that represents another thing or idea. In Lord Of The Flies a lot of things we encounter are given symbolic meaning by the way the author William Golding uses them. The book it’s self is named after a symbol, the words â€Å"Lord Of The Flies† translated means â€Å"Beelzebub† which is another word for â€Å"the devil† the book was named after the devil because evil has a large influenceRead More Explore the different types of leadership Golding and Garland present2479 Words   |  10 PagesExplore the different types of leadership Golding and Garland present in Lord of the Flies and The Beach. In Lord of the Flies and The Beach many leadership qualities are shown. These qualities are shown in different ways for example one leader is elected by democracy, another is self-appointed and lastly there is the destructive leader. Lord of the Flies was written in 1954. A time when commercialisation was not an issue and media hype only had subtle effects of society. The Beach was

The And Of A Commonwealth Essay - 1517 Words

Methodology: Websites and Books have been used for the research of this paper. Information obtained and quoted from books are accurate; whereas the material used from websites are not always correct but the information taken from web sources are written in the paper by further research on every point. Results of Research: The idea of documenting a commonwealth is to rescue the state of nature and to bring peace and prosperity and the common defense of the people; the sovereign is responsible for ensuring this defense. The sovereign may be an individual or a group of people, but Hobbes always refers the sovereign as he. The power given to the sovereign permits him to do whatever he assumes necessary to protect the commonwealth. All rights of the individual have been transferred to the sovereign in order for this protection to work, and the only right retained is the right of self-preservation, which was the original reason for establishing the Leviathan. Establishing a commonwealth has two ways: either through acquisition (force) or through institution (agreement). The latter accords with Hobbes s description of how natural man raises himself out of the state of nature (through the establishment of the Leviathan). The former, establishing a commonwealth through force, means that a sovereign power takes control of a group of people, who (if they do not resist the acquisition and depose the sovereign) must consent to his control. Thus, a sovereign instituted by force isShow MoreRelatedCommonwealth Realm1566 Words   |  7 PagesThe 23rd Commonwealth Heads of Government Meeting (CHOGM; /ˈtÊÆ'É’É ¡(É™)m/) was held in Colombo, Sri Lanka, from 15 to 17 November 2013.[2] Commonwealth leaders agreed on Sri Lanka as the 2013 host for the meeting when they met in Port of Spain, Trinidad and Tobago, in 2009. Sri Lanka, which was originally slated to host the summit in 2011, was accused of committing atrocities during the Sri Lankan civil war and the summit was instead held in Perth, Australia; Colombo was given the 2013 summit insteadRead MoreThe Catastrophe That Is Commonwealth1693 Words   |  7 PagesAlyssa Nolan PLSC 100 003 October 23, 2014 The Catastrophe that is Commonwealth According to the rules described by Hobbes in Leviathan, I would not like to live in a Commonwealth. The characteristics that discourage me from living in Hobbes’ Commonwealth are 1) the defense of a monarchy as the best constitution, 2) the exemption of the Sovereign from civil laws and social contract, and his or her intact human nature resulting from these exemptions 3) subjects’ restrictions to do things such asRead MoreThe Commonwealth Of The Bahamas981 Words   |  4 PagesBACKGROUND PAPER ON THE BAHAMAS 1. The Commonwealth of the Bahamas, one of the wealthiest countries in the Caribbean is composed of 700 islands, cays, and islets. The Bahamas are located in the Atlantic Ocean with close proximity to the United States, located north of Cuba, Haiti and the Dominican Republic. The British Crown made The Bahamas a colony in 1718 in an overall effort to reduce the amount of piracy throughout the region, and the Bahamas remained under British rule until 1973, whenRead MoreCommonwealth Bank2858 Words   |  12 PagesCommonwealth Bank This paper will show the situational analysis of commonwealth bank, it also analysed the organisational structure and its strategies. Because every business needs to take some action that will help them keep a good position in the market, but before taken any action they have to do some research the find to cause of problem in order to identify the resolution. The results and useful information during this analysis will help the organisation to choose suitable strategies, developRead MoreThe Laws Of The Commonwealth1235 Words   |  5 PagesMany Historical events in the passed have played a role in how education came about and the need for teachers. For example, the Law of 1642 stating that â€Å"children knew the principles of religion and the capital laws of the commonwealth† has put in place the Law of 1647, also known as the Old Deluder Satan Act, due to parental neglect. (The Massachusetts Education Laws). Below is the Law of 1642: â€Å"It stated that parents and masters of those children who had been apprenticed to them were responsibleRead MoreA Little Commonwealth781 Words   |  4 Pages as one perceives, is a dark one: the Puritans, religious dissenters who valued propriety and order, are seen as a witch-hunters, suspicious tribe, and their very name carries connotations of grimness and primness. Where as the book A Little Commonwealth reflects the scenario in which the Puritans lived. Most of the houses in the Puritan Colonial time were small, dark, brooding and sparsely furnished. This allowed the Puritans to use every available space in the home. For examples, most ofRead MoreHistory Of Commonwealth Facilities Used For Commonwealth Games1339 Words   |  6 PagesThe Landcorp as land authority trading in Western Australia has granted approval from minister of planning in July 2008 for redevelopment plan Perry Lakes sport facilities used for commonwealth games venue in 1962 to become a new residential area. The Landcorp proposed to subdivide the area to build four type housing with a unique characteristic. The character of the building could help the redevelopment to achieve the goals which will believe to benefit the existing community for example a sportRead MoreHistory Of Commonwealth Facilities Used For Commonwealth Games1049 Words   |  5 PagesThe Landcorp as land authority trading in Western Australia has granted approval from minister of planning in Jul y 2008 for redevelopment plan Perry Lakes sport facilities used for commonwealth games venue in 1962 to become a new residential area. The Landcorp proposed to subdivide the area to build four types housing area with a unique characteristic. The characteristic of the building could help the redevelopment to achieve the goals which will believe to benefit existing community for exampleRead MoreThe Commonwealth Bank Of Australia1645 Words   |  7 PagesReport – Commonwealth Bank This following report is about the Commonwealth Bank of Australia (CBA). The Commonwealth Bank is a public business founded in 1911. This company is owned by the Australian government. The Commonwealth Bank operates within the tertiary business sector. Business Operations The Commonwealth Bank of Australia is an Australian multinational bank with businesses across New Zealand, Fiji, Asia, USA and the United Kingdom. Commonly referred to as the Commonwealth Bank (orRead MoreThomas Hobbes And The Commonwealth1044 Words   |  5 Pages This following quote by Thomas Hobbes contains a rather straightforward message pertaining to the commonwealth. Based on this quote, it can be derived that submission pertains to giving up or rather transferring our rights to the sovereign. Hobbes states earlier about the generation of a commonwealth, which he states, â€Å"I authorize and give up my right of governing myself, to this man, or to this assembly of men, on this condition that thou give up thy right to him, and authorize all his actions

The Ripken Way Essay Example For Students

The Ripken Way Essay The first book I read this summer was a non-fiction piece written by Cal Ripken Sr., called the Ripken Way. There are many ways in which mr. Ripken posseses qualitites that are very human: he was a normal person, just like anybody else, not just an extraordinary baseball player and manager; he was married to a wife and had four children. He was a hard worker, and through out the book he has an emphasis on working hard in life in order to be successful, and lastly, he was a very unique person, in many ways. First, when most people think of Cal Ripken, they think of one of the all time great baseball players, and he was that. But, he was also just an ordinary person, with a normal life. Like most other people, he was married to a wife, and also had four children. He was just not a ball player, he was a dedicated husband and father that did the best he could to raise his kids and teach them the correct way to do things, and teach them the lessons in life. He was a busy man, because of his baseball carear, he had lots of time taken away from his family as both a baseball player and as a manager. He took advantage of any time he got to spend time with his children. An example of this was when he was managing, and ran baseball clinics. He decided to take the difficult task of not only attending these baseball clinics, but also taking his children so he could be with them. As busy as he was, he took time out of his extremely busy life to get quality time with his family, this took much sacrif ice, but its a human traight, like any other man, not matter what he may be doing. Secondly, in the book, Cal explains how he brought up his children and enstilled the correct values inisde them in order to be successful (as well as instructing baseball players on how to improve their game while simaltaniously teaching life lessons that apply both on and off the baseball field). An example is his son, Cal Ripken jr., whom was brought up around the sport of baseball, and that was a huge advantage, but, he wasnt always the biggest athlete on the team. As a matter of fact, when he was a young high school student, he had a poor batting average, a weak arm, lacked in some basic skills, and wasnt too tall either. But, as he was raised by his father, he learned propper and neccessary life values in order to suceed in whatever he does. If his father taught him one thing, it would be to work hard and work at whatever your weak at over and over again (correctly; the right way). Cal had worked hard, the skills he lacked, he drilled correctly and repeatidly until he had got th e skills he needed. He worked out more, and bulked up, and, if he had any questions, he asked them and got all of his problems straightened out if anything had confused him. Eventually when he was a senior, he had the best batting average on the team, was one of the biggest players, and had developed all the skills he had needed from all of the hard work. Lastly, Cal was a unique person, in many ways. He was a loving father and husband, and also a tough person, who makes mistakes sometimes, like everybody else. He has done things that many other men would never do. Some things he has done werent the smartest things to do, but he felt was the right thing to do. One example that can describe this is how he reacts to getting hit by a baseball. Everybody knows (whether youre a player or not) that when youre batting, and a high speed fast ball is pitched at you, and hits you, it hurts. Cal, however, has a different view; even though he has been hit and has admitted its painful, he was ju st stick to his opinion, that the ball only weighs five-and-a-quater onces, how much can it hurt? Another display of this optimistic, tough attitude was on a winter day. His neighborhood was small, and snowplows didnt get to it that often, but every once in a while when it snowed hard, mr. Ripken would use a tracor that belonged to some person he used to do work for, and plow. When the tractor stalled, he did something that he knew shouldnt be done, but it was neccessary to get the tractor started again, but, it ended up in him getting what appeared to be a serious cut in the middle of his forhead. Instead of going to the hospital, which his children were driving him to, he got out of the vehicle at his house, and bandeged himself up and was tough enough to heal on his own, rather than going to the hospital. .u11942f10b39f19e5dca09150b9d1bef5 , .u11942f10b39f19e5dca09150b9d1bef5 .postImageUrl , .u11942f10b39f19e5dca09150b9d1bef5 .centered-text-area { min-height: 80px; position: relative; } .u11942f10b39f19e5dca09150b9d1bef5 , .u11942f10b39f19e5dca09150b9d1bef5:hover , .u11942f10b39f19e5dca09150b9d1bef5:visited , .u11942f10b39f19e5dca09150b9d1bef5:active { border:0!important; } .u11942f10b39f19e5dca09150b9d1bef5 .clearfix:after { content: ""; display: table; clear: both; } .u11942f10b39f19e5dca09150b9d1bef5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u11942f10b39f19e5dca09150b9d1bef5:active , .u11942f10b39f19e5dca09150b9d1bef5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u11942f10b39f19e5dca09150b9d1bef5 .centered-text-area { width: 100%; position: relative ; } .u11942f10b39f19e5dca09150b9d1bef5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u11942f10b39f19e5dca09150b9d1bef5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u11942f10b39f19e5dca09150b9d1bef5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u11942f10b39f19e5dca09150b9d1bef5:hover .ctaButton { background-color: #34495E!important; } .u11942f10b39f19e5dca09150b9d1bef5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u11942f10b39f19e5dca09150b9d1bef5 .u11942f10b39f19e5dca09150b9d1bef5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u11942f10b39f19e5dca09150b9d1bef5:after { content: ""; display: block; clear: both; } READ: The Necklace Compared to The Star EssayIn conlusion, Cal Ripken was a very tough man, and also a very hard worker, which was why he was so successful. In his book, working hard and not giving up is stressed a lot of times, because hard work is what got him where he is today. There were man lessons learned from reading this book, not only for baseball, but for life as well. Bibliography:The Ripken WayCal Ripken

Modest Proposal By Swift Essays - Pamphlets, A Modest Proposal

Modest Proposal By Swift In Jonathan Swift's essay, "A Modest Proposal", Swift proposes that the poor should eat their own starving children during a great a famine in Ireland. What would draw Swift into writing to such lengths. When times get hard in Ireland, Swift states that the children would make great meals. The key factor to Swift's essay that the reader must see that Swift is not literally ordering the poor to cannibalize. Swift acknowledges the fact of the scarcity of food and empathizes with the struggling and famished souls of Ireland through the strange essay. Being of high society Britain, which at the time mothered Ireland, Swift utilizes his work to satirically place much of the blame on England itself. Through his brilliant stating of the fact that the children cost money as well as aid in the drought of food and necessities the reader can get an idea of the suffering on going in Ireland; this brings the reader to see that instead of keeping the children their parents should either eat them or sell them on an open market. By wasting the scarce food in Ireland, the people are killing themselves; thus the children can be consumed saving food and at the same time making food. It is interesting to see how well Swift conveys his view towards the poor in this odd manor. Swift sees how the poor are treated by the affluent who may think that the impoverished are the reason for Ireland's food problems. In fact, the entire essay is nothing more than sarcastic piece that deeply imbeds the blame upon the rich who he feels might have just as much or even more blame on Ireland's food problems than the poor ever have. Swift intelligently uses his common sense logic in a strange way to convey his feelings about this predicament. Swift goes to great lengths to intelligently show these feelings. The ways at which Swift camouflages his ideas and thoughts throughout this essay brought many readers at the time to think that he actually wanted Ireland to revert to eating their children. His employment of such literary elements of irony, mix cynicism, and pure contextual reaction from the reader help to map the entire essay. Thoughout the work, Swift persistently relies upon the use of irony. It is quite apparent that no rational human being would bring themselves to eating the flesh of another, which also adds to the irony of the story. Another interesting point of reflection is the fact that although Swift has children of his own, his are grown and his wife can no longer bear any more. Because of this fact, it is clear that further analysis would show that this work is purely fictional and cannot be taken literally. Many people of the time actually did take Swift's recollections literally, which brought about much condemnation to Swift as a literary writer. Cynical readers of the time had come to expect such a voice from one like Swift. From the first sentence of the essay, Swift begins to fool the reader by applying the dreary atmosphere of starvation in Ireland. For example, Swift keenly routes to the beggars in the streets with there starving children close at hand. It must be brought to attention that Swift's piece shows much remorse for the poor especially the children of the poor, even though it doesn't state this quite so clearly. Swift does not feel that the starving children are of no use for the Irish people, except for being expended of. He may state that the children of the rich hold Ireland's future in hand and the children of the poor. It is his combination of feelings between the rich and impoverished which brings the reader to see all directions to which the essay will embrace. Furthermore, this roots to the many underlying statements, which emerge all throughout the story. Swift clearly holds deep resentment directed to those who blame those who are forced on bringing themselves to begging for food and wandering the streets. Though he indifferently speaks of the needy as "dead and rotting," Swift is being nothing more than satirical. What better way of ending poverty and strife in Ireland than wiping out all of the young generations, which would delete all of the destitute generations to come. Bringing the children to an open market would allow the wealthy citizens to purchase them for dining reasons. The skins of the ?carcasses' could be utilized to make gloves for the ladies. The hardened soles of

Whats the Difference Between AP Physics 1, 2, and C Which Should You Take

What's the Difference Between AP Physics 1, 2, and C Which Should You Take SAT / ACT Prep Online Guides and Tips Are you interested in taking AP Physics? You might have noticed that the AP program offers more than one physics course. So what’s the difference between the different AP Physics classes- AP Physics 1, AP Physics 2, and AP Physics C? We will introduce you to them and help you decide which one to take. What AP Physics Classes Are Offered? The AP Program used to offer three physics classes: AP Physics B, AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. However, the AP program recently replaced AP Physics B, a one-year course, with two one-year courses: AP Physics 1 and AP Physics 2. These are both algebra-based physics courses, which means they don’t require a math background beyond Algebra II. The AP program still offers AP Physics C, which is broken into two courses and exams: Physics C: Mechanics and Physics C: Electricity and Magnetism. Many schools teach these as the same class, or just teach one topic. Both of these courses are calculus-based. This means that there are now four AP Physics exams: AP Physics 1 AP Physics 2 AP Physics C: Electricity and Magnetism AP Physics C: Mechanics The fact that there are now four AP Physics exams can be confusing. So do you take Physics 1, Physics 2, and Physics C in order? What’s new about Physics 1 and Physics 2? We will introduce you to all of the courses and help you decide which class is right for you. AP Physics 1 AP Physics 1 is an algebra-based, introductory, college-level physics course. It explores Newtonian mechanics (including rotational motion), work, energy, power, mechanical waves and sound, and circuits – in other words, fundamental physics concepts. AP Physics 1 was designed to be a first-year physics course which you can take without prior physics experience. This is the main difference from the old AP Physics B course, which was designed to be a second-year physics class. The AP program recommends that students have at least taken geometry and are concurrently taking Algebra II while taking this course. If you’re not that far along in math yet, consider taking a different science class until you’re caught up, as math is very important in physics. AP Physics 2 AP Physics 2 is also an algebra-based, college-level physics course. However, it delves into some more advanced topics than Physics 1. Physics 2 explores fluid statics and dynamics, thermodynamics with kinetic theory, PV diagrams and probability, electrostatics, electrical circuits with capacitors, magnetic fields, electromagnetism, physical and geometric optics, and quantum, atomic, and nuclear physics. AP Physics 2 was designed to be a second-year physics course. This means it could come after AP Physics 1 or any first-year physics course. Much of its content is similar to the old AP Physics B course. You can read the full descriptions of AP Physics 1 and Physics 2 at the Advanced Placement website. AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism Both AP Physics C courses are calculus-based, meaning you should have already taken calculus or concurrently be taking calculus while you take either AP Physics C course. This is the main factor that makes Physics C more challenging than Physics 1 and Physics 2. But what’s the difference between AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism? Mechanics covers kinematics, Newton’s laws, work, energy, power, linear momentum, circular motion and rotation, oscillations and gravitation. As you can see, these are many of the same concepts explored in Physics 1. However, this course goes into more depth than Physics 1 and uses calculus, making it much more challenging. Electricity and Magnetism covers electrostatics, conductors, capacitors, dielectrics, electric circuits, magnetic fields, and electromagnetism. Notice there is some overlap with the Physics 2 curriculum, though again, Physics C will be more difficult since it incorporates calculus. The two topics are sometimes taught as the same course even though there are two different exams, with each topic being taught over one semester. When taught as a single class, Mechanics is usually taught first, and Electricity and Magnetism comes second. If schools only teach one topic, it tends to be Mechanics, since it builds on material most commonly taught in beginning physics classes (Newton’s laws, work, energy, power, etc). Each topic is supposed to be equivalent to one semester of college calculus-based physics. Because of this, AP Physics C is highly recommended to be at least a second-year physics course. You can read a full description of Physics C at the AP website. Which AP Physics Class Should You Take? Now that you know a little bit about the different AP Physics classes, you’re probably wondering which class you should take. Or, if you want to take more than one, you’re probably wondering the best order to take the classes in. We will present a few possible sequences, but we will also give you some steps to follow up with your school so you can choose the class that’s best for you! Option 1: Regular/Honors Physics, Then AP Physics 2 If your school doesn't offer AP Physics 1 or you don't want the first physics class you take to be an AP class, then one option is to start with a regular or honors physics class, where you learn the basic concepts of physics. Then, you can take AP Physics 2 as your second physics class. This option is ideal for students whose schools don't offer multiple AP Physics classes as well as students who don't have the time or desire to take multiple AP Physics classes. Physics 2 is the best AP Physics class to take after a regular or honors physics class (Physics 1 would pretty much just repeat what you already learned), although AP Physics C is also an option if you're taking/have already taken calculus. Option 2: AP Physics 1, Then AP Physics 2 The AP program says taking Physics 1 and 2 provide a solid physics background for future pre-med, geology, and life sciences students. They also say it’s a good option for students attending colleges where they will have to fulfill a science requirement but will not be studying science as their major. If your school teaches AP Physics 2 but not AP Physics 1, you can just replace AP Physics 1 with whatever introduction to physics course your school offers. Don’t jump straight into AP Physics 2 – it’s meant to be a second-year physics course! If your school teaches AP Physics 1 but not AP Physics 2, you could take Physics 1 and then take another natural science course (including chemistry and biology), a science elective, or consider taking AP Physics C if your school offers it. Option 3: AP Physics 1, Then AP Physics C AP recommends Physics C (along with AP Calculus AB or Calculus BC) for students aiming for engineering or physical science majors in college. However, taking AP Physics 1, Physics 2, and Physics C might be overkill – you would lose time for biology and chemistry. Getting exposure to all three natural sciences is important for a well-rounded, challenging high school career, especially if you're going into science or engineering. You also want to make sure you can fit in at least one of the AP Calculus classes. So if you want to take Physics C, start with AP Physics 1 (or a regular physics course), and then take AP Physics C, which will give you a total of two physics classes during high school. Physics C is intended as at least a second-year course, so don’t jump into it unprepared. Also make sure you have taken or are taking calculus while you take AP Physics C. Next Steps Now that you have a better idea of what the AP Physics classes cover and the general order they should be taken in, what should you do next? Read this section for the five steps you should follow. #1: Meet with your guidance counselor and find out which physics courses your school teaches. Do they offer both AP Physics 1 and AP Physics 2, or do they just offer a basic introductory physics course? Do they teach AP Physics C? If so, do they teach Mechanics, Electricity and Magnetism, or both? Getting these answers is the first step to planning your schedule. Also keep in mind that since Physics 1 and Physics 2 are new classes, schools might still be working them into their schedules over the next few years. #2: During the meeting, ask about the recommended physics course sequence at your school. There may be required prerequisite courses or placement tests for the AP Physics courses, or your school might have a recommended order of science classes that includes biology and chemistry. #3: Find out who teaches the AP Physics classes Ask your counselor and ask other students. You can ask other students currently taking AP Physics what they think of the teacher and how prepared they feel for the AP test. You can ask your counselor what the AP Physics test pass rate is like at your school. Getting some background on how the classes are taught at your school can help you decide if AP Physics is right for you. As a brief example, at my high school, our AP Physics class included a lot of independent work and self-studying. It was great for students who were self-motivated, but challenging for students who wanted more support. Many students decided whether to take AP Physics based on whether they thought they could handle the independent nature of the class. #4: Ask for the syllabi for the different physics classes if you want to find out about the workload and topics they cover. This might help you choose between taking a regular introduction to physics course or AP Physics 1, or choose between AP Physics 2 and AP Physics C. #5: Find out about any summer assignments. AP courses often have summer assignments. AP Physics C in particular is likely to have summer work, especially if your school teaches both topics. Make sure to consider your schedule and summer commitments (like camps, jobs or trips) before signing up. And finally, be aware that Physics 1 and 2 are fairly courses so there are still kinks to be worked out. They won't have as many old-free response questions and other official practice materials to study with. If your school has a very strong, established AP Physics C class, it might be a better option for you if you’re up to the challenge. Bottom Line Aim to take AP Physics C if you are a future engineer or natural sciences major – but take it alongside or after taking calculus. If your school doesn’t offer Physics C, take AP Physics 2 or honors physics if you can. Taking AP Physics 1 and Physics 2 is plenty if you aren’t going to study natural sciences or engineering, but want to take challenging science courses in high school. If you’re considering college engineering but aren’t sure if it’s right for you, taking AP Physics C could be a good way to find out if you are up to the challenge and enjoy the topics you would continue to explore in college. What’s Next? Want to dip your toe into the physics pool to see if physics is the right AP science for you? We have straightforward articles on the law of conservation of mass, the specific heat of water, and the three formulas you need to calculate acceleration. How many AP courses total should you take? What if you want to get into an Ivy League school? Read our advice on AP course load here. Also studying for the SAT/ACT? Learn the difference between the two tests, including why one tests science and one doesn’t. Also figure out which test you will do best on. Curious about what it takes to get a perfect SAT score? Read advice from our full-scorer. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: